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Afterschool Programs that Work: Data-Based, Evidence-Driven Strategies for Success

Afterschool Programs that Work: Data-Based, Evidence-Driven Strategies for Success. James Lerman Kean University NJ Statewide Middle Schools Conference March 27, 2006. You Don’t Expect Me to…. DARKNESS and light. How Big Is After- school?.

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Afterschool Programs that Work: Data-Based, Evidence-Driven Strategies for Success

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  1. Afterschool Programs that Work: Data-Based, Evidence-Driven Strategies for Success James Lerman Kean University NJ Statewide Middle Schools Conference March 27, 2006

  2. You Don’t Expect Me to… DARKNESS and light

  3. How Big Is After- school?

  4. Public Schools Offering Extended Day Programs Source: National Center for Education Statistics

  5. Federal Spending on the 21st Century Community Centers Program • 1998…………..$40 million • 1999…………..$200 million • 2000…………..$450 million • 2001…………..$450 million • 2002…………..$1 billion • 2003…………..$1 billion • 2004…………..$1 billion • 2005…………..$1 billion Source: U.S. Department of Education

  6. What Goes on in After- school?

  7. Examples of Academic ActivitiesSource: When Schools Stay Open Late: National Evaluation of the 21st Century Community Learning Centers • Direct instruction

  8. Examples of Academic Activities • Direct instruction • Computer packages to reinforce basic skills or supplement classroom instruction

  9. Examples of Academic Activities • Direct instruction • Computer packages to reinforce basic skills or supplement classroom instruction • Practice drills, worksheets, and games to improve reading, writing, and math skills

  10. Examples of Academic Activities • Direct instruction • Computer packages to reinforce basic skills or supplement classroom instruction • Practice drills, worksheets, and games to improve reading, writing, and math skills • Test prep, including practice worksheets and computer programs

  11. Examples of Academic Activities • Direct instruction • Computer packages to reinforce basic skills or supplement classroom instruction • Practice drills, worksheets, and games to improve reading, writing, and math skills • Test prep, including practice worksheets and computer programs • Enrichment activities such as science lab, Spanish, algebra, robotics, technology, and computer lab

  12. What Are the Results of After- school?

  13. Key Findings from National Evaluation • Program serves mostly low-income schools that enroll large proportions of minority students

  14. Key Findings from National Evaluation • Program serves mostly low-income schools that enroll large proportions of minority students • Program objectives center on safety and improved academic achievement

  15. Key Findings from National Evaluation • Program serves mostly low-income schools that enroll large proportions of minority students • Program objectives center on safety and improved academic achievement • Elementary students attend average of 2-3 days per week; middle school 1 day per week. Middle school attendance declines over course of the year. Source: When Schools Stay Open Late: National Evaluation of the 21st Century Community Centers Program

  16. Key Findings from National Evaluation • Little impact on academic achievement and no impact on doing homework

  17. Key Findings from National Evaluation • Little impact on academic achievement and no impact on doing homework • Mixed impacts on developmental outcomes

  18. Key Findings from National Evaluation • Little impact on academic achievement and no impact on doing homework • Mixed impacts on developmental outcomes • Program students more likely to engage in negative behaviors. Source: When Schools Stay Open Late: National Evaluation of the 21st Century Community Centers Program

  19. NJ 8th Graders Partially Proficient on GEPA, DFG-A Districts - 2005 Source: NJ Department of Education

  20. What Does a New Design Program Look Like?

  21. Essential Elements of a New Design Afterschool Program • Martial Arts - Aikido • Chess • Visual Arts • Drawing • Painting • Digital Presentation • Performing Arts • Instrumental or Vocal Music • Dance • Acting OVER ALL 3 YEARS OF MIDDLE SCHOOL

  22. Essential Elements of a New Design Afterschool Program Sample Schedule

  23. Attributes of Studying Aikido • Non-violent self-defense • Peaceful conflict resolution • Confrontation management • Skill in relaxation techniques • Physical and mental discipline • Choosing techniques appropriate to situation • Harmonizing with energy through engagement

  24. Attributes of Playing and Studying Chess • Logic • Memory • Analysis • Awareness • Pattern recognition • Improved test scores • Enhanced verbal aptitude • Improved critical thinking skills

  25. Attributes of Studying Visual and Performing Arts • Improved IQ • Higher grades • Lower drop-out rates • Enhanced spatial intelligence • Improved communication skills • Heightened problem-solving skills • Increased scores on standardized tests • Greater engagement in community service

  26. Guides that Point to a Better Way…

  27. 3 Sources of Information • SCANS Report What Work Requires of Schools: SCANS Report for America 2000 (1991) U.S. Department of Labor • Features of Positive Development Settings Community Programs to Promote Youth Development, National Research Council and Institute of Medicine (2002) • enGauge 21st Century Skills enGauge 21st Century Skills Report (2003) Metiri Group and North Central Regional Education Laboratory

  28. SCANS Report (1991)

  29. SCANS Report (1991) COMPETENCIES -effective workers can productively use: • 1.Resourcesallocating time, money, materials, space, and staff; • 2. Interpersonal Skillsworking on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds; • 3. Informationacquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information;

  30. SCANS Report (1991) • 4. Systemsunderstanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems; • 5. Technologyselecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies.

  31. SCANS Report (1991) THE FOUNDATIONAL competence requires: • 6. Basic Skillsreading, writing, arithmetic and mathematics, speaking, and listening; • 7. Thinking Skillsthinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning; • 8. Personal Qualitiesindividual responsibility, self-esteem, sociability, self-management, and integrity.

  32. Program Impact Compared Across SCANS Criteria

  33. Features of Positive Developmental Settings (2002) Source: Community Programs to Promote Youth Development, National Research Council and Institute of Medicine

  34. Features of Positive Developmental Settings (2002) Source: Community Programs to Promote Youth Development, National Research Council and Institute of Medicine

  35. Opportunities to Belong • Meaningful inclusion regardless of gender, ethnicity, or disabilities • Social inclusion, social engagement, and integration • Opportunities for sociocultural identity formation • Support for cultural and bicultural competence

  36. Features of Positive Developmental Settings (2002) Source: Community Programs to Promote Youth Development, National Research Council and Institute of Medicine

  37. Support for Efficacy and Mattering • Empowerment practices that support autonomy, making a real difference in one’s community, and being taken seriously • Practices that include enabling, responsibility granting, and meaningful challenge • Practices that focus on improvement rather than current relative performance levels

  38. Features of Positive Developmental Settings (2002) Source: Community Programs to Promote Youth Development, National Research Council and Institute of Medicine

  39. Opportunities for Skill Building • Opportunities to learn physical, intellectual, emotional, and social skills • Exposure to intentional learning experiences • Opportunities to learn cultural literacies, media literacy, communication skills, and good habits of mind • Preparation for adult employment • Opportunities to develop social and cultural capital

  40. Program Impact Compared Across Developmental Criteria

  41. Program Impact Compared Across enGauge Criteria (2003)

  42. Program Impact Strength Criteria Summary 20 criteria over 3 studies, with considerable redundancy

  43. Key Lessons • There are many afterschool programs

  44. Key Lessons • There are many afterschool programs • Typical afterschool programs are not very effective in helping students improve

  45. Key Lessons • There are many afterschool programs • Typical afterschool programs are not very effective in helping students improve • There are much better ways to structure afterschool programs to help students transform their lives

  46. Questions and Comments

  47. Afterschool Programs that Work: Data-Based, Evidence-Driven Strategies for Success James Lerman Kean University NJ Statewide Middle Schools Conference March 27, 2006

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